Yerdelen-Damar, SevdaOzdemir, Omer FarukUnal, Cezmi2025-05-102025-05-1020151305-82151305-8223https://hdl.handle.net/20.500.14720/4710Unal, Cezmi/0000-0002-6894-2286This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive knowledge about instructional methods, students' pre-instructional knowledge, and the task of teaching needs to be improved. The results of the study provided evidence that metacognitive knowledge on teaching is a fruitful framework to generate interpretations about the participants' instructional processes.eninfo:eu-repo/semantics/closedAccessMetacognitionMetacognitive KnowledgeScience EducationTeacher EducationArticle115N/AQ110091026WOS:000366174600007